Archive for the 'Public Libraries' Category

Page 2 of 30

2015 Kraemer Copyright Conference

Need to learn more about copyright and how to navigate it in the library world? Register for the 2015 UCCS Copyright Conference! The conference is FREE, and open to staff from public, academic, school, and special libraries!

When: June 1 & 2, 2015

Where: The University of Colorado Colorado Springs, 1420 Austin Bluffs Parkway, Colorado Springs, Colorado 80918

Learn more and register for the conference!


Health Insurance Literacy Tools, or “What good is it if I don’t know what I’m doing?!”

Navigating health insurance can be a difficult and confusing process for even the most experienced of us. For someone who has never had insurance before and never needed to navigate the health care system, it can be overwhelming. A patient cannot benefit from having insurance if they do not understand their benefits, or how to access services. This includes people who are unsure of where to go for services, how to make an appointment, or how to prepare for their visit with a health care provider.

The Centers for Medicare and Medicaid Services oversees the From Coverage 2 Care initiative. This initiative aims to help people with new health care coverage to understand their benefits and connect with primary care and preventative services to improve their health. They offer an 8-step resource guide for patients including sections, “Know Where to go for Care,” with the companion consumer tool “Differences Between Your Provider’s Office and the Emergency Department, ” “Make an Appointment,” and “Next Steps After Your Appointment,” among others. These resources are all available in English and Spanish. They also offer an 11-part series of videos covering the same topics that are available to watch online or download. These are also offered in both English and Spanish. These From Coverage 2 Care resources and additional promotional materials, sample tweets, and badges are available at:

Additionally, CMS has supplemental information for special populations, including glossaries in multiple languages, list of substance abuse and mental health services and providers, tools on enrollment for immigrants and refugees, multimedia resources and more. View the list of categories and select by topic here:

CMS has more than just consumer health tools, they also offer a large collection of technical assistance resources on eligibility, enrollments, tax credits, exemptions, training materials for navigators and much more. Available at:

The Internal Revenue Service also offers a guide on the tax provisions of the Affordable Care Act titled, “Health Care Law: What’s New for Individuals and Families.” It includes a list of forms and publications that can be used for preparing a tax return, as well as a glossary of terms, information about qualifying for an exemption and the new premium tax credit. It is available in several languages and can be found at:

Dana Abbey, MLS
Health Information Literacy Coordinator, National Network of Libraries of Medicine

Workforce Innovation and Opportunity Act (WIOA) Regional Meetings

Please join the Colorado Workforce Development Council for regional discussions on the Workforce Innovation and Opportunity Act (WIOA) and what it means for Southeastern Colorado.

Representatives from the Colorado Workforce Development Council, the Colorado Department of Labor and Employment, the Colorado Department of Education, and the Colorado Department of Human Services will be present to share information and answer questions. WIOA calls for the strategic alignment of services across many programs as well as a shared planning process, and this meeting will outline how your program can get involved.

Southeastern Colorado

February 25, 2015

The meeting will be held from 9 – 11 am at Trinidad State Junior College, 600 Prospect, Pioneer Room in the Student Center in Trinidad, CO. Please rsvp through this link:

Southwestern Colorado

March 11, 2015

The meeting will be held from 10:00 – 12 noon in the LaPlata room at the LaPlata County Fairgrounds, 2500 Main Ave., Durango, CO  (map)Please rsvp by March 6th through this link:

March 12, 2015

The meeting will be held from 9 – 11 am at the Montrose Libraries Community Room, 320 South 2nd, Montrose, Colorado. Please rsvp through this link:

Visit to learn more. Specific questions regarding these events can be sent to Lee Wheeler-Berliner.

It’s All About Choice, Baby! Flipping the Professional Development Model for Librarians

CSLinSessionJoin us for our next CSL in Session: It’s All About Choice, Baby! Flipping the Professional Development Model for Librarians on Thursday February 26 from 3:30 – 4:30 PM (Mountain Time).


  • Does the professional development you provide for your staff elicit more groans than cheers?
  • Would you rather offer professional development that is useful and engaging?

After years of experimenting, we found a PD model that is more dynamic, offers more choices, and encourages leadership from within the group you are coaching, mentoring, etc. Using a combination of the flipped model and the workshop model, we created PD that puts our librarians in control of their own learning. Come learn how we did it and how to replicate it with your staff, in your own library or library district!

No registration is required! The session will be offered via Adobe Connect. You can access the classroom via the CSL in Session website listed below.


Missed the Libraries and the Workforce Innovation and Opportunity Act Webinar?

Never fear! You can watch the recorded session here!

Lee Wheeler-Berliner, the WIOA Project and Change Manager for the Council provided an overview of the Workforce Innovation and Opportunity Act, a timeline, and potential opportunities for public libraries. If your library is currently providing workforce services for your community, or is interested in doing so, I recommend reviewing the webinar and contacting Lee with questions that you may have.

Even More CALCON 2014 Reflections

Posted on behalf of Jen Hillebrandt,  Youth Services Coordinator for the Gunnison County Library District, CALCON 2014 Small/Rural Scholarship Winner

CALCONSo, CALCON.  It’s been weeks now, but I’m STILL utilizing so much from that information packed 3 days (or was it 4? Sheesh there was ALOT going on!)  You know how you have those days, weeks, months perhaps, of feeling like the hamster on the wheel, or Bill Murray in Groundhog Day where you’re just in a rut with work?  ANOTHER toddler storytime?  “Yes, we have Unbroken.  Yes, I’ll put it on hold for you.”  “The bathroom’s around the corner.”  “No, you can’t shoot your popgun in the library (true story).”  Well, as much as I hate to admit it, it was happening to me this fall. Perhaps it was SRP burnout.  Or the change of the seasons.   Or the fact that the Broncos lost to the Seahawks, AGAIN.  Anyhoo, I was doing the whole “what-am-I-doing-with-my-life-should-I-really-keep-working-at-the-library-aren’t-I-supposed-to-BE-more?” thing.  Right.  And then I attended CALCON.  Wow.  Makerspaces and programming and marketing, oh my!   Activism and questioning and freedom, oh my.   Networking and brainstorming and POSSIBILITIES, oh my.  Not to mention those desserts!

My top three picks, or AHA! moments are as follows: Continue reading ‘Even More CALCON 2014 Reflections’

Health Information Resources for Limited English Proficient Persons

Numerous studies over the past 25 years have demonstrated a strong connection between language and health. Language can affect the accuracy of patient histories, the ability to engage in treatment decision-making, understanding a medical diagnosis or treatment, patient trust level with care providers, underuse of primary and preventative care, and lower use or misuse of medications. Culture also plays a significant role in health, healing and wellness belief systems – impacting how illness, disease, and their causes are perceived by the patient and the care provider.

The story of Mohammad Kochi illustrates how language and culture can impact health outcomes.  Mr. Kochi, a 63-year-old from Afghanistan, is diagnosed with stomach cancer. While he agrees to surgery, he declines chemotherapy due to religious beliefs, language barriers, and family conflict. Mr. Kochi is a Limited English Proficient (LEP) person.

An LEP person is defined as an individual who does not speak English as their primary language and have a limited ability to read, speak, write, or understand English. An LEP person’s national origin is based on ancestry, not citizenship. There are an estimated 25.3 million LEP individuals in the United States – up 81% since 1990.[1]

These persons are protected under Title VI of the Civil Rights Act of 1964, and all organizations receiving Federal financial assistance have a responsibility to take “reasonable” steps to ensure meaningful access to their programs and activities by persons with LEP. Title VI applies to many types of organizations including schools, hospitals, public health clinics, police departments, and social services.

Libraries can play a key role in supporting an organization’s ability to provide meaningful access, especially in the area of health information. The National Library of Medicine (NLM) has developed many no-cost LEP-friendly health information resources for a variety of age and language groups. In addition, there are government agencies and authoritative non-profit organizations creating free health information content to address the linguistic diversity of the communities you serve. (Resources)

Spanish is the predominant language – other than English – spoken in the MidContinental Region (MCR) though you may see communities with strong German, French, Vietnamese, Chinese, Navajo, or Algonquian populations[1]. The following table shows the LEP populations ages 5 and over in the MCR[2]:


Supporting LEP Person’s Access to Health Information

Public Libraries

Public libraries are highly focused on serving their local constituency, and continue to be an excellent conduit for transferring health information to community members with trained staff and technology infrastructure. For many citizens, the public library is the go-place for health information.


  1. What languages are represented in your community?
  2. What health information resources do you have access to in other languages?
  3. What organizations in your community might you work with to assist a non-English speaker with health information?


  • Local health departments, emergency responders, police and fire departments, clinics, hospitals, schools, churches.

K-12, Colleges, and Universities

Students whose first language is not English require language supports in order to meaningfully participate in school. Schools must also adequately communicate with limited-English-speaking parents about important school-related information in their preferred language.[1]

If you work in a K-12 setting, educators can utilize these resources in the classroom to help introduce, reinforce, and supplement health and science curricula; and school nurses can use them to enhance communication with students and parents. Here are the percentages of school-aged children of immigrants in the MCR[2]:

  • Colorado        24.30%
  • Kansas            28.52%
  • Missouri         29.67%
  • Nebraska        30.29%
  • Utah                29.06%
  • Wyoming        dataset too small for percentage

If you work with colleges or universities offering allied health or health sciences degrees, students would benefit from knowledge of these resources as future healthcare workers.


  1. What languages are represented in your school district, college, or university?
  2. What health information resources do you have in other languages?
  3. Who in your institution or community would benefit from these resources?
  4. Do you have access to trained interpreters? If so, what languages?


  • Teachers, faculty, school nurses, students, parents, administrators.

Medical Care and Public Health

Communication problems are the most common cause of serious adverse events with LEP patients and clients. They are at higher risk for longer hospital stays, readmission, misdiagnosis, and inappropriate treatment.


  1. What languages are represented in communities served by the medical care or public health staff?
  2. What health information resources do you have in other languages?
  3. Who in your institution or community would benefit from these resources?
  4. Do you have access to trained interpreters? If so, what languages?


  • Clinical staff, compliance staff, volunteers, case workers, patient navigators.

[1] U.S. Department of Education, Office for Civil Rights. Title VI Enforcement Highlights, July 2012, p. 13. Accessed July 18, 2014.

[2] Urban Institute, Children of Immigrants Data Tool, 2011. Accessed July 21, 2014.

[1] See the Resources section for multi-language and language identification tools.

[2] Authors’ tabulations from the US Census Bureau’s 2010 American Community Survey (Table B16001. Language Spoken at Home by Ability to Speak English for the Population 5 Years and Over). Accessed July 18, 2014.

[1]Migration Policy Institute, Limited English Proficient Population of the United States. Accessed July 18, 2014.

School Librarians: Engaging Teachers and Students with the History of Medicine

“When school librarians collaborate with classroom teachers to enrich curriculum content, they help create more authentic learning experiences.”

—Dr. C. Beth Fitzsimmons, National Commission on Libraries and Information Science Chairperson (2004-2008)

Douglas County High School (DCHS) in Castle Rock, Colorado recently served as host to the National Library of Medicine’s (NLM) Every Necessary Care and Attention: George Washington and Medicine exhibit. The only high school west of the Mississippi to receive the 6-week exhibit, Peggy Cummings, the school’s Library Media Specialist, had to make a strong case to NLM to bring the exhibit to her site.

Cummings, who has been with DCHS for eleven years, was no stranger to planning exhibits and programming. She worked closely with the school’s social studies teaching staff to bring the Gilder Lehrman Looking at Lincoln: Political Cartoons from the Civil War Era exhibit to the library, and she has hosts an annual two-day event” Remembering Our Veteran’s” –in conjunction with the Douglas County public library archival staff. Cummings interest in hosting the George Washington exhibit was peaked with a listserv posting announcement, noting that resources like this can serve as a bridge between the classroom and the library. “There were so many facets to George Washington that were not as well-known as they should be. And this would provide a way to work with different academic departments. “

Figure 1 Peggy Cummings, Library Media Specialist

Figure 1 Peggy Cummings, Library Media Specialist

The exhibit explores the health and safety issues Washington faced in his personal, political, and military life. Medical practices during George Washington’s life (1732-1799) relied heavily on home remedies, herbal treatments, and hypothesis. Washington and his wife Martha had their share of illness; George survived anthrax, pneumonia, and skin cancer, and had continual issues with malaria. Martha contracted measles and suffered from gall bladder disease.  Washington oversaw the medical care of his family, plantation staff, slaves, and troops at a time when medicine was just beginning to embrace evidence-based or scientific practice.

Figure 2 Six-panel exhibit with Washington cut-out for selfies and groupies.

Figure 2 Six-panel exhibit with Washington cut-out for selfies and groupies.

Cummings saw great potential to include just about everyone in the school, and had two years to make it happen – the earliest the exhibit could be booked as it traveled across the country to various sites. She didn’t waste a minute, working to get support from administration, faculty and staff; hunting down supplementary materials – including a George Washington cutout; and, planning the budget. Engaging faculty was a continual effort – from talking about the exhibit at meetings, to sparking interest with frequent, short e-reminders. Cummings put together resources for the teachers to tie the exhibit into their class curriculum, for example comparing the modern day Ebola epidemic to Smallpox. She also involved the district’s school nurses – providing space for their monthly meeting and hosting an exhibit reception catered by the DCHS culinary students.

Figure 3 One of many interactive history learning stations.

Figure 3 One of many interactive history learning stations.

Teachers embraced Cummings enthusiasm and many took on the challenge to integrate the rich history of the exhibit into their curriculum, and together developed “Essential Questions” for various academic areas:

  1. Art: How can you summarize historical events into a contemporary design looking piece?
  2. Family and Consumer Sciences: What Colonial foods are still available today and how can we incorporate these into a contemporary baked good menu?
  3. Language Arts: Does poetry influence culture of culture influence poetry? What is close reading of non-fiction text and how can I use this technique for all of my class readings?
  4. Music: How can I adapt Colonial piano music into a score for a string sextet?
  5. SNN Basic, Mild, Moderate (Special needs students): How can I incorporate a piece of information in the display into my research and final report?
  6. Social Studies: How did Americans influence the French Revolution, and the French influence the American Revolution?  What primary source resources did the Founding Fathers use and how were these incorporated into the Declaration of Independence, Bill of Rights, and the U.S. Constitution?
  7. World Languages: How did Spain’s colonization of the new world differ between North and South America at the time of the American Revolution? What influence did the French and Indian War have on Washington, and later, what role did the French play in the Revolutionary War?
Figure 4 Students. Library staff and volunteers researched colonial towns and  created signage to mimic the streets Washington might have walked.

Figure 4 Students. Library staff and volunteers researched colonial towns and created signage to mimic the streets Washington might have walked.

Peggy’s Tips for Exhibit Success:

  • Have the backing of who’s in charge.
  • Have authority, there are a lot of nitty-gritty decisions you need to make.
  • Plan ahead.
  • Publicize ahead.
  • Learn as you go.
  • Ask for help and cooperation.
  • Pace yourself, you will be working a lot of extra hours.
  • Smile and enjoy.

Peggy’s Supplemental Exhibit Resources:

National Library of Medicine’s Exhibition Program:

Explore the exhibitions and educational resources about the social and cultural history of medicine. There are a number of traveling exhibits and a wealth of online materials, including lesson plans and online activities, that can be used to support K-12 health and science curriculums.

Don’t Forget! Research Institute for Public Libraries Scholarship Opportunity

ripl_logoAre you interested in learning how to use data for decision making, strategic planning, and demonstrating the impact of your library? Do you work in a Colorado public library, or are you a current MLIS student interested in working in a public library? Then we hope you will consider applying for a scholarship for next summer’s Research Institute for Public Libraries:

The Colorado State Library is offering up to 15 full scholarships to the Research Institute for Public Libraries (RIPL) in July 2015. This national event, hosted by the Colorado State Library and CLiC, will offer three days of hands-on, intensive workshops about: Continue reading ‘Don’t Forget! Research Institute for Public Libraries Scholarship Opportunity’

Research Institute for Public Libraries – Scholarship Opportunity for Coloradans

The Colorado State Library is offering up to 15 full scholarships to the Research Institute for Public Libraries (RIPL) in July 2015.  This national event, hosted by the Colorado State Library and CLiC, will offer three days of ripl_logohands-on, intensive workshops about:

  • Evaluation design and implementation
  • Data collection and use for strategic planning
  • Measures for reporting library impact
  • Tips for aligning research efforts with national initiatives such as Edge Benchmarks and the Impact Survey

The ideal candidate for this scholarship is:

  • Interested in getting started using data for savvy and strategic planning.
  • Looking for both inspiration and instruction in a hands-on, participatory environment.
  • Seeking to learn about outcomes and how to measure library impact.
  • Committed to leading his/her organization in making data-based decisions.
  • Eager to develop a peer network to support research and evaluation efforts.

To be eligible for a scholarship, you must be:

a) employed by a public library in Colorado OR
b) a Colorado resident either enrolled in a Master’s in Library and Information Science (MLIS) program or a 2015 MLIS graduate at the time of the institute (this opportunity is most appropriate for students intending to work in public libraries)

Special consideration will be given to applicants working in small or rural libraries and/or those working with underserved populations. However, staff working in any Colorado public library and/or Colorado residents enrolled in an MLIS program are encouraged to apply for scholarships.

For more information and to apply, please visit the RIPL website. Scholarship applications are due by 5 PM on Friday, November 14, 2014.